政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/70617

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政大機構典藏 > 外國語文學院 > 外文中心 > 期刊論文 > Item 140.119/70617

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題名:	Convergent vs. divergent assessment: Impact on EFL students`` motivation and self-regulated learning strategies
作者:	黃淑真 Huang, Shu-Chen
貢獻者:	外文中心
關鍵詞:	assessment for learning;classroom assessment;motivation;self-regulation
日期:	2011.04
上傳時間:	2014-10-16 17:01:38 (UTC+8)
摘要:	This study examined two types of classroom assessment events, the more closed convergent assessments (CA) versus the more open-ended divergent assessments (DA), to see if they influence learners differently in terms of motivation and learning strategies. Participants were 105 college freshmen in Taiwan with the same instructor placed under one listening and two speaking classes. In these intact groups, each student experienced two types of assessment, a more traditional test (the CA) and a group performance assessment (the DA). Immediately after they experienced each assessment event, participants reported on their task-specific motivation and learning strategies. Results indicated that CAs were better received by high self-efficacious students and DAs by low scorers. After controlling for self-efficacy, a comparison revealed that students reacted differently in the listening and speaking classes. More specifically, in speaking student motivation and strategy were higher for the DA than for the CA, whereas in the listening class the pattern was reversed. Local educational culture and the nature of assessment events are then discussed.
關聯:	Language Testing, 28,(2), 251-271
資料類型:	article
DOI 連結:	http://dx.doi.org/10.1177/0265532210392199
DOI:	10.1177/0265532210392199
顯示於類別:	[外文中心] 期刊論文

文件中的檔案:

檔案	描述	大小	格式	瀏覽次數
251.full.pdf		417Kb	Adobe PDF2	1319	檢視/開啟

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